Year 2 Curriculum Evening

Wednesday 30th September 2015

Agenda

1. Welcome 2. Meet the Staff3. Feedback from Parents 4. General Overview, including an overview of a typical day 5. English – including phonics 6. Mathematics 7. Topic 8. Homework – newsletter 9. E-Safety 10. Voluntary contributions and residential trip

A day in the life of Year 2…

• Expectations we have of the children

~ Growing independence

• Swimming• Library• Named uniform, including PE kit• Water bottles• Contact book

A typical day in Year 2…

Morning:• Register • Phonics• English• Playtime• Mathematics

Afternoon:• Topic work• Playtime (when/if children need

one) • Assembly• Story/ Singing

English

Reading• High focus on reading to also be supported at home• Read widely for pleasure and for meaning• Challenging higher level comprehension skills • Reciting poetry – ‘to build up a repertoire of poems learnt by

heart’

Writing• Less of a focus on genre and more focus on quality writing• Proofreading, evaluating and editing their own writing

English

SPaG

• Use of full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)

• Use of past and present tense

• Name, identify and use nouns, verbs, adjectives and adverbs

Phonics

• All children have started Phase 6 which we have linked to the Primary National Curriculum Spelling Overview wordlists

• All children have Phonics every morning, with some having intervention in the afternoons

English

Assessment

Summer 2016 - First tests based on the new national curriculum.

•Grammar, punctuation and spelling paper

Children will have to spell and write words dictated to them to fill gaps in sentences.

•Questions paper

Children will have to, for example, identify the correct tense, choose the correct word and identify types of words in sentences.

The papers are marked by the class teacher and will be used to support the teacher’s end of year judgement. (2L, 2S or 2H)

Mathematics

The New Curriculum

• Number : Place value, Addition & Subtraction, Multiplication & Division, Fractions 70%

• Measurement, Geometry & Statistics 30%

Mathematics

The National Curriculum for mathematics aims to ensure all pupils:

•become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately

•reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language

•can solve problems by applying their mathematics to a variety of routine and non-routine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.

Mathematics

Key Issues

The Programme of Study is organised by year group, national curriculum levels are no longer used

Differentiation•The expectation is that the majority of pupils will move through the Programme of Study at broadly the same pace

‘Pupils who grasp concepts rapidly should be challenged

through being offered rich and sophisticated problems

before any acceleration through new content’

Mathematics

How can you help?

•By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practise at this early stage will aid fluency.

•Pupils should read and spell mathematical vocabulary, at a level consistent with their increasing word reading and spelling knowledge at key stage 1.

Support with weekly homework will be invaluable

Mathematics

Assessment

Summer 2016 - First tests based on the new national curriculum.

•Arithmetic paper, 25 questions

•Reasoning paper, including 5 aural questions

The papers are marked by the class teacher and will be used to support the teacher’s end of year judgement. (2L, 2S or 2H)

Topic

Our topics this year are:

Autumn

Who am I?

Compare and contrast

Spring

Making a difference

What was it like?

Summer

Intrepid explorers

Growing together

Available on the website Year 2 Termly Curriculum Overviews

Key Questions

Autumn 1- Who Am I?

•What makes us unique?

•What makes a kind, thoughtful and caring citizen?

•Who do you know who displays these characteristics?

•How do I keep myself healthy and safe?

•Where do I belong?

Autumn 2 – Compare & Contrast

•What makes a Community?

•How are things the same and different?

•What causes this? Where on Earth do I live?

•Is everybody's world like mine?

•What is Art?

•Is change permanent?

Spring 1 – making a difference

• How can I play my part in looking after my world?

• What is waste?• What can we do to make a

difference?

Spring 2 – What was it like?

• What was it like to be a child in World War II?

• How do major events change people’s lives?

• How did an invention change people’s lives?

Summer 1 – Intrepid explorers

• Why do we explore?• How can we compare and

contrast our locality with others around the world?

• What is biodiversity?

Summer 2 – Growing together

• What are the conditions needed for good growth and development?

• How do we prepare for moving on?

• How can we make good choices?

• Do things need to happen in a particular order?

We will be learning the Ocarina later in the

year!

Music

• Home reading - Books generally changed each Monday

• Extension books - Independent

• English - Comprehension or Spelling/ Punctuation/Grammar task Issued on a Tuesday and handed in on the following Monday

(October-May)

• Maths – Issued on Fridays to be handed in the following Monday

• Topic - When required in place of Friday Maths

• Spellings and Maths facts - On-going

Homework

E-safety

• With ever expanding new technologies such as blogs (online diaries), social networking spaces, online chat and mobile phones children are using technology in a way never seen before.

• The increased use of technology at school and home also exposes children to a number of risks and dangers.

• In its simplest form e-safety is about ensuring children use new technologies in a way which will keep them safe without limiting their opportunities for creation and innovation.

• Acceptable Use Policy will be completed in school with the children.

Streetsbrook Infant School and Nursery

Acceptable Use Policy for Children This Acceptable Use Policy is intended to ensure that: • our children will be responsible users and stay safe while using the internet and other

communications technologies for educational, personal and recreational use. • school ICT systems and users are protected from accidental or deliberate misuse that could

put the security of the systems and users at risk. At Streetsbrook we ensure that our children have good access to ICT to enhance their learning and we, in return, expect the children to agree to be responsible users.

Acceptable Use Policy Agreement (Key Stage 1): I want to feel safe all the time. When using the Internet, I agree that I will:

always keep my passwords a secret only open pages which my teacher has said are okay only work with people I know in real life tell my teacher if anything makes me feel scared or uncomfortable make sure all messages I send are polite show my teacher if I get a nasty message not reply to any nasty message or anything which makes me feel uncomfortable not give my phone number to anyone who is not a friend in real life only email people I know or if my teacher agrees only use my school email talk to my teacher before using anything on the internet not tell people about myself online (I will not tell them my name, anything about my home

and family and pets) not load photographs of myself on to the computer without my teacher knowing never agree to meet a stranger

I know that anything I do on the computer may be seen by someone else.

Name of Child:…………………………………… Class:…………………………..

Signed:……………………………………. Date:……………………………

Acceptable Use Policy

• Safe ~ to remain safe by protecting personal information;

• Meeting ~ never meet somebody you have only been in touch with online without a parent or guardian;

• Accepting ~ do not accept email, files or messages from people you don’t know;

• Reliable ~ not all information on the Internet is true, including the identity of others

• Tell ~ it is never to late to tell a parent, carer or responsible adult if someone or something makes you feel afraid online.

E-safety – Rules

Voluntary Contributions &Residential trips.